Literaturnachweis - Detailanzeige
| Autor/inn/en | Girod, Mark; Twyman, Todd |
|---|---|
| Titel | Comparing the Added Value of Blended Science and Literacy Curricula to Inquiry-Based Science Curricula in Two 2nd-Grade Classrooms |
| Quelle | In: Journal of Elementary Science Education, 21 (2009) 3, S.13-32 (20 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1090-185X |
| Schlagwörter | Scientific Principles; Classrooms; Comparative Analysis; Science Curriculum; Integrated Curriculum; Literacy Education; Science Education; Observation; Grade 2; Elementary School Science; Scientific Concepts; Concept Formation; Reading Instruction; Writing Instruction; Language Usage; Hands on Science |
| Abstract | In response to pressures to integrate literacy and science learning, an observational, comparative analysis was conducted exploring the added value of blended science and literacy curricula over inquiry-oriented science curricula in two 2nd-grade classrooms (ages seven to eight). Data were collected over ten weeks by the research team, and statistically significant differences were found in favor of the blended curricula on measures of identity and student understanding of the nature of science (NOS) as well as conceptual understanding. Analyses of the reading, writing, and language use in both classrooms suggests several factors that may have contributed to these important differences in outcome. (Contains 6 tables.) (As Provided). |
| Anmerkungen | Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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